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BEHP 5013 Unit 1-9 > Unit 8 > Flashcards

Unit 8 Flashcards

1
Q

The effect of a stimulus on a specific response may be innate, due to the evolutionary history of that species

A

Phylogenic Provenance

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2
Q

The effect of the stimulus on a specific response may be learned, due to the experiential history of the individual organism in the environment

A

Ontonogenic Provenance

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3
Q

A rule specifies a contingency. It may evoke or abate behavior without the behavior having to directly experience the contingency

A

Rule Governance

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4
Q

A sub-discipline of ABA,which is the application of the science of behavior. Guided by the single theory of human behavior and has historically emphasized identification and modification of the environmental variables that affect directly observable or verifiable employee performance

A

Organizational Behavior Management OBM

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5
Q

Components of OBM

A

Performance management (PM)Behavior systems analysis (BSA)Behavior-based safety (BBS)Pay for performance

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6
Q

The management of an individual employee or a group of employees through the application of behavior principles

A

Performance Management

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7
Q 
Goal setting
Feedback
Job aids
Token systems
Lottery systems
A

Interventions in PM

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8
Q

Anything a living organism does

A

Behavior

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9
Q

What is left after a behavior

A

Result

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10
Q

Implementing behavior plans, collecting data, implementing emergency procedures

A

Clinical Tasks

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11
Q

Variables affecting performance

A

Antecedents
Equipment and processes
Knowledge and skills
Consequences

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12
Q 
Procedural integrity (IV integrity)
Monitoring effectiveness of behavior plan (DV integrity)
A

Performance Monitoring

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13
Q

Problems with conducting monitoring

A

Monitoring is hidden
Staff don’t know why they are being monitored
Monitoring is done impolitely
Results of monitoring are not shared

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14
Q

Used primarily for punishment, typically delayed punishment

A

Incorrect use of monitoring data

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15
Q

What to do with data:

A

Reinforcement and corrective feedback for the staff member
Minimum of 4:1 instances of reinforcement to corrective feedback
Reinforcement every chance

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16
Q

Why data collection doesn’t sustain

A 
Problematic definitions
Unclear roles
Insufficient materials
Insufficient training
Complexity of intervention
Failure to generalize
Competing contingencies
Staff dissatisfaction
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17
Q

Observation
Permanent product
Self-report

A

Types of integrity

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18
Q

Steps to effective performance monitoring

A

Pinpoint-Specify what it is the staff are supposed to be doing
Develop a tool that contains each component
The observer collects data as the staff implements a behavior plan
Determine if the staff meets a specified level of criteria
Often the target behavior can be collected simultaneously

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19
Q

Pinpoints (Target Behavior for Staff)

A

Observable
Measurable
Reliable

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20
Q

Create a data sheet
Designate space for identifying information
List the key components for successful implementation and make room to note
Have a space to take notes

A

Develop a tool

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21
Q

How often to monitor

A

80% agreement for most plans

At least once per week

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22
Q

Increase monitoring if:

A

Data is being collected on a vital skill/dangerous problem behavior
New plan
Problems are noticed

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23
Q

Arrange observations when problem behavior is most likely
More worried about low agreement
Integrity is more important in some procedures as opposed to others

A

When collecting data on deceleration

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24
Q

A change in behavior when being observed

A

Reactivity

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25
Q 
Monitor frequently
Self-monitoring
Monitoring results
Covert monitoring
Using reactivity to your advantage
A

Reducing Reactivity

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26
Q

Identify the biggest opportunity
Select a few behaviors that will have the greatest impact
Don’t overwhelm with pinpoints

A

Identifying Pinpoints

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27
Q

Observable
Measurable
Reliable
Two or more people should be able to agree on whether or not the targets are occurring

A

Operational definitions

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28
Q

Measurement Dimensions

A

Quantity
Quality
Cost
Timeliness

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29
Q

Quantity

A

How much of something

30
Q

Quality

A

How well something is done

31
Q

Cost

A

How much something costs

32
Q

Timeliness

A

How long something takes to complete

33
Q

Begin by asking managers and employees, “What makes someone good at X?”
Engage in narrative recording while interviewing management and staff members
Look for recurring themes, especially between managers and employees

A

Identifying Quality

34
Q

Examine industry standards
Observe the behavior
Surveys

A

Quality Assessment

35
Q

Anchors behavior to scores

The more behavior that an individual engages in, the higher the score

A

Behaviorally Anchored Rating Scale (BARS)

36
Q

Benefit of BARS

A

Allows for easy goal setting

Allows for objective evaluation Negates the need for other forms of performance review

37
Q

Important for direct care staff
Should be implemented for new staff, when new plans are introduced, or when there is a skill deficit in existing staff members
Antecedent manipulation

A

Training

38
Q

Decide is the staff “can’t do” or “won’t do”Task clarification

A

Re-training

39
Q 
Provision of written description
Brief explanation with questions
Classroom training
Performance and competency-based training
Behavioral skills training (BST)
A

How to train

40
Q

Steps for Staff Training

A

Verbally describe the skills and give a rationale
Provide a written description
Demonstrate how to perform the skills
Observe trainee practice the skill
Provide feedback on performance
Repeats steps 3-5 until proficiency is reached

41
Q

A rationale explains why the staff will be responsible for implementing the plan
The verbal description should be succinct but clearly explain the steps of the plan

A

Verbally describe the skills and give rationale

42
Q

Gives a permanent reference
Do not provide additional information outside of what has to be implemented
Consider a checklist

A

Provide a written description

43
Q

Demonstrate the skill(s) while the employee watches
Demonstrate the skills in the natural environment when possible
It is critical to have a competent trainer in steps 3-5

A

Demonstrate how to perform the skills

44
Q

Have the staff perform all aspects of the new skill in the natural environment
If not possible, consider role-playing
The trainer must observe the trainee as s/he demonstrates the skill
The trainer notes correct implementation and any mistakes

A

Observe trainee practice the skills

45
Q

Provide immediate feedback following performance
Describe what was done correctly and incorrectly
Explain how to fix the incorrect elements
Answer questions

A

Provide feedback on performance

46
Q

Continue the process until the trainee can perform the skill without corrective feedback
Consider more stringent mastery criteria

A

Repeat steps 3-5 until mastery is reached

47
Q

Set very clear learning objectives
Consider pre-test
Provide rationale

A

Considerations when using classroom training

48
Q

Provide instruction using lecture, watching videos, internet broadcasting
Avoid passive attendance by using active student responding (ASR)

A

Using Classroom training

49
Q

Some skills can be acted out
One employee engages in a scripted behavior and another employee(s) complete a skill as taught
Provide feedback either during or immediately after the performance
Always have a mastery criteria

A

Role Playing

50
Q

Some skills are difficult to role-play, or you have a large group of trainees
Evaluate video models performing behavior
Employees evaluate correct and incorrect elements of a performance
While watching the videos employees evaluate the performance with assessments tools
Typical tools include checklists or other evaluation tools used on the job
Provide feedback on the accuracy of recording
Vary the scenarios

A

Video Modeling

51
Q

Industry specific-mandated information
Data collection and behavior plan implementation
ABA basics
Population information

A

What to teach staff

52
Q

Consists of manipulations before the behavior occurs

A

Antecedent based interventions

53
Q

When to use antecedent interventions

A

Role problems
Competing contingencies
Failure to generalize

54
Q

Types of antecedent type interventions

A

Job description
Supervisor presence
Job aides

55
Q

Proper evaluation of pinpoints
Clarification of management duties
Clarification of roles

A

Job description

56
Q

May be especially helpful when reactivity is noted and/or the supervisor has been correlated with the availability of reinforcement

A

Supervisor presence

57
Q

Can be used when formal training is not warranted

A

Job Aides

58
Q

Task clarifications
Checklists
Conduct a task analysis of a job duty
Place the tasks in order of occurrence

A

Antecedent Interventions

59
Q

Highly detailed set of instructions of what is expected

A

Task Clarificiation

60
Q

A list of activities in sequential order that need to be completed

A

Checklists

61
Q

Why reinforcement fails

A 
Insincere
Too thin
Assumption of value
Too delayed
Too general
Non-contingent
Reaction from employee
62
Q

Can get behavior started

Should transfer to positive reinforcement as soon as pinpoint begins to occur

A

Use for negative reinforcement

63
Q

Performance Feedback

A

Positive feedback

Constructive feedback

64
Q

Provide immediate, specific, contingent, sincere statement
Deliver fairly and equally, based upon data
Spend time pairing yourself with reinforcement
Be sensitive to public versus private praise

A

Positive feedback

65
Q 
Done in private
Soon after the behavior
Describe the desired performance
Talk specifically about behavior, nothing else
Use ‘I statements’Deliver when calm
A

Good Constructive Feedback

66
Q

Should always be informed about what is expected (goals) and how they are doing in relation to what is expected (monitoring and feedback)

A

Staff Information

67
Q

An antecedent that describes a terminal level of performance to be obtained

A

Goals

68
Q

Difficult are achievable
Under performer control
Specific

A

Good Goals

69
Q

Set the goal and mark it on the graph
Obtain employee input for the goal
Consider sub-goals if significant improvement is required

A

Setting Goals

70
Q

Identify outcome for consumer
Specify target behavior for staff
Provide training
Monitor staff performance
Provide data based reinforcement for correct performance
Provide corrective feedback for insufficient performance
Evaluate the effects of supervisory procedures

A

Outcome Management

71
Q

Don’t threaten punishment, just implement
Punish the behavior, not the person
Punish immediately
Punish every time
Make it clear what is expected and reinforce the occurrence
Continue to deliver reinforcement for appropriate behavior
Punish in private
Be consistent
Don’t mix punishment and reinforcement
Use an intense punisher

A

Guidelines

72
Q

make sure the reinforcement procedures stay in effect align with personnel policy
obtain upper management support
supervisors should persevere

A

Disciplinary Action

BEHP 5013 Unit 1-9 (9 decks)

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